Anger is an emotion that accompanies us every day. At the same time, it is a feeling that we cannot quite cope with or event we often do not want to feel it. It may seem to us that anger is "bad" and destroys relationships. Things get even more complicated when we see our child getting angry. It is worth remembering, however, that it is good to make room for anger in your life and in your child's life. With proper direction, this emotion can enrich us and deepen our understanding of our own internal states.

1. When does a child feel angry?

Anger like any emotion gives anger05a child information about what is happening to him at the moment. It shows that its needs or desires have been frustrated. It may also appear if the child feels that his boundaries have been violated. What's more, this feeling carries a huge load of energy that we can use to change the situation.

2. Why is anger important?

It is very important to accept anger as part of a person's emotional life and feel it is needed. It's often the wrong way of expressing anger what causes trouble. That is why, instead of punishing for the emotion itself, it is so important to show a child how this feeling can be expressed. By not accepting the anger, we deprive ourselves of access to a lot of information about what is happening to us. 3. What hides under anger?

It is worth remembering that very often children show anger but underneath other emotions are "hidden". Let's observe and talk to children how they feel. A small child does not yet have to name his feelings correctly. It is worth adding that we often feel more than one emotion at a time. The role of an adult is to be emotionally present and have a conversation with a child, e.g. “I think that what you feel is anger/sadness etc”. You can use an example from your life or share how you would feel in a child's situation. Tell a child what you feel and how you are trying to deal with it.

4. Anger at Home

Staying at home all the time, combining online work with online learning, isolation from friends and school bring a lot of frustration. Another difficulty is the inability to react to emotions in the open air. The lack of existing tasks and routines, as well as the excess of new duties, can make children angry. The inaccessibility of an adult who has to deal with other matters can be frustrating. It is worth noting that staying with the same people in a limited space can also be frustrating.

5. Why is the child angry?

In order to deal with the angry child, it is necessary first and foremost to search for the cause and diagnose the situation. The next steps and the conscious choice of response depend on an adequate and quick assessment of the situation. Below are three types of situations where a child may feel angry:

  • When something doesn't work out. It is frustrating, the d wants to give up, so it reacts impulsively to get out of an uncomfortable situation.
  • When he is forced to do something. It disagrees with something and the only tool he has is anger at something or on someone.
  • When he wants to get something and forces it with anger or crying.


6. What not to do?

When talking about how to deal with a child's anger in four walls, you should also pay attention to what we should not do when the child is angry.

  • Don't react right away. Often the source of rapid reactions is emotion-level actions. This, in turn, may also make you react with anger to your child for being angry. Observe what happens to you under the influence of your child's anger.
  • Don't make a child angry. You reinforce the pattern in it: "getting angry is bad". Teach your child that it has the right to express anger.
  • Do not ignore. Observe. Let your child know that you see that it is angry. Don't ignore the signals it gives you prior to the situation that caused anger.
  • Don't try to immediately calm it down. Instead, ask: What's going on? Tell about your intentions: "I'm trying to understand what you feel" Don't judge your child's behaviour.

7. Ways to get angry in four walls

The smaller the children, the greater the need to respond to emotions through the body, through movement. In the current situation, however, this is hampered by many possibilities. 5 of them underneath:

  1. Count to 10, instead of hitting the pillow. Research shows that hitting the pillow or stamping does not calm down, but causes a further increase in adrenaline levels, causing even more anger. Instead, it is better to count to 10 – or 100 if you need to. You can count with your child, it will help him calm down.
  2. Calming space. Try to create a place where the child will feel safe and will be able to calm the emotions down – e.g. a comfortable pillow in a room where he can sit on or lie down or watch a picture book with you.
  3. Draw anger. Suggest your child paint the feeling that overwhelms them when they lose control of themselves. Encourage them to tell you what they are going through during their work. 
  4. Hug the child and show empathy. A child may be afraid of the intensity of the emotions experienced during the outbreak of anger – to take it in the arms and holding it in a hug can help him calm down.
  5. Give your child space. Not all children want to be touched during a tantrum – they break out and fight. This must be respected and you must not hold such a child against its will. Just make sure that nothing threatens its safety. Remember not to force your child to be isolated!


Source: Own picture; Illustration of the anger created by students during pedagogical therapy classes


Book suggestions that can be an incentive to talk about anger:

1. Billy is angry, Birgitta Stenberg, Mati Lepp
2. Franklin has a bad day, Paulette Bourgeois
3. Lotta from Rowdy Street, Astrid Lindgren



Anna Zdolska-Wawrzkiewicz, psychologist
Michalina Ignaciuk, pedagogue

Bee H., Psychologia rozwoju człowieka
Sunderland M., Mądrzy rodzice
Wnęk-Joniec K., Dziecko idzie do przedszkola – cykl artykułów,

learning at homeMuch attention has recently been devoted to the dangers of children's excessive use of digital devices and the Internet. Parents have expressed doubts about the use of new technologies in education. However, these tools become part of school realities, the robotics or computer science classes, online contact with teachers, through e-mail correspondence. New technologies in education have developed quite dynamically and were more or less needed. The regulation of 20 March 2020 made using them an obligatory two-way medium and the only possible form of communication between the teacher and the student.


1. Age of the child and use of mobile devices

Parents very often have doubts about when to allow their children to use digital devices. They are looking for reliable sources of information and guidelines, unfortunately, these change every year, due to the dynamics of the development of new technologies and the equally dynamic development of young people. It is worth remembering that recommendations are standardized and not personalized. Therefore, the development phase and the individual nature of the circumstances should be taken into account when deciding on the child's participation in the digital world.

Most experts advise that toddler up to 3 years old do not use mobile devices at all. Educational programs aimed at children under 3 years old have questionable cognitive value, as children, they do not transfer the perception of digital images to a pool of experiences in the real world. For children between 3 and 6 years old, it is recommended to use mobile devices a maximum of 20 minutes per day. Research confirms that even interactive programs (more effective than passive viewing) are not as effective as experiences and interactions in the real world. For 6- up to 9-years-olds, we can extend this time by adapting to the needs and psychophysical abilities of the child. This is the moment when a child enters school life, which very often involves receiving his first phone. This is particularly important now that teaching takes place in remote form, and the use of mobile devices becomes almost daily and, in a sense, the student's duty. Quality of the time spent with the mobile device for your child is more important than quantity.

2. How do I know if an app or game is suitable for our child?

Once parents decide that a child can use technology, another question arises – which specifically? The problem is not to find and acquire a new application or game, but the challenge may be to choose the right one, taking into account the age of the child, their needs and development opportunities. In online stores, all games and applications have markings specifying the age group to which the proposed content is intended.

In Poland, we have the European System of PEGI rating, Pan European Game Information. The system was introduced, among other things, to help parents consciously make decisions about acquiring games. Below there are PEGI ratings and a detailed description of the classification. It is worth reviewing this rating before deciding to acquire a new game or app.

pegi 3 638Source:

3. How to properly use mobile devices

Remote learning is currently obligatory – which means the use of computers, tablets or smartphones is necessary. It is therefore worth remembering the issues related to the proper use of them:

  • Protect your eyes. Pay attention to keeping the appropriate distance from the screen, that is 30 cm.
  • The screen should not be the only light source in the room. It is recommended that there is also a second point light, behind the screen with a slightly lower intensity.
  • Keep in mind that exposure to light emitted by mobile devices before the bedtime can cause difficulty falling asleep.
  • Take care of the spine. Change positions and seats – on the sofa, on the floor.
  • Remote learning requires proper conditions for your child – limit external distractors to a positive impact on your level of concentration.


4. Family rules for using mobile devices

In the years 2015-2016, a research was conducted by the University of Gdańsk and the Foundation “Mój Z@sięg” surveying 22,000 people between the age of 12 and 18. The results show that
60.6% of respondents do not have any rules at homes related to the use of smartphones and the internet.
Below are simple examples of the principles that can be introduced from now on to the daily life of the family. The rules should be established by the whole family. These days particularly, obeying rules in cases of both home office and remote learning is equally important.

  • Do not use digital devices during family meals,
  • Do not take your smartphone to bed with you,
  • Share digital devices to solve the problem,
  • It is important for the parents and the children to respect each other’s scheduled time for working and learning online.


5. Monitor time activity

Along with your child, you both can research how much of the time is spent to which activities. Make sure that this is not a way to control your children’s use of the device, but to verify the time allocations between various apps and overall device activity, not excluding parents from this process. This will make you aware of your child's time spent on your mobile devices. The results can be very rewarding for the child, because it may turn out that a large part of the time spent on a computer, tablet or smartphone your child devotes to remote learning tasks such as: lessons with teachers, homework or seeking answers. Here are some apps that can help you do this:
-Rescue Time is a program that runs in the background on a computer or mobile device; it measures the time spent on individual pages and applications.
-My Minutes is an application that helps you set goals and achieve them regularity; it informs you when the activity is due or when the task has been completed.


Michalina Ignaciuk, pedagogue

Brzózka-Złotnicka I., Jaworski K., Żelazowska K., (2018), Rodzinny przewodnik po cyfrowym świecie,
Dębski M. (2017), Nałogowe korzystanie z telefonów komórkowych. Szczegółowa charakterystyka zjawiska fonoholizmu w Polsce. Raport z badań. Gdynia, dostępne na
Pyżalski J. (2017), Małe dzieci w świecie technologii informacyjno-komunikacyjnych,
Yalda T. Uhls (2016), Cyfrowi rodzice – dzieci w sieci.

glenn carstens peters RLw UC03Gwc unsplashThe recent days have given us a lot of stress due to the dynamically changing situation and WHO updating the coronavirus pandemic. Our everyday lives suddenly changed. Educational and shopping centres were closed. Parents were obliged to stay at home with their children and at the same time had to face a great challenge, integrating remote work with their children's remote education. There is no doubt that the restrictions that have been introduced are necessary, which does not change the fact that our constant rhythm and rituals were suddenly changed, and thus our sense of security was disturbed, and the question may appear in our minds: how long will this last and what will happen next?
We can make many suppositions about the future, but will these help us deal with the new situation? It is definitely worth preparing for the next changes and possible restrictions. It is important that we keep the balance between common sense, calmness and a rational approach to the new situation.
What can help us then? Plans. Daily schedules, weekly schedules. Predictability makes us feel more secure and we have a sense of control over our lives. We have no influence on some issues, but they are things that we can and even should do, make it work better. Helplessness is one of the most difficult states that a person must face because it leaves us with a feeling that we have no influence on anything. In any situation, however, much depends on ourselves and our approach to it. It is worth trying to look from a different perspective, looking for new opportunities, verifying priorities, freeing new resources.

Let's start with the daily plan. Until recently, the lives of most of us followed a certain, rather stable pattern. However, what was obvious until recently has now ceased to apply. We are currently experiencing a situation in which we need to adapt to new, temporary conditions. You need to create a new plan. Think about what tasks we have, responsibilities to be fulfilled, what conditions they require (whether they must be carried out at a certain time of the day, or can be at any time), including people who require constant care and supervision (e.g. small children). It's best to write everything down on a piece of paper. We also need to evaluate our resources - the number of people at home, their availability (whether they work or study remotely, how much time they need to do it, and how much time they have leftover). You may need to share the care of the youngest family member with another adult, determine the scope of household responsibilities, take advantage of mutual assistance in carrying out larger tasks. An interesting idea may be to divide the apartment/house into different zones, e.g. work zone (where silence applies), play zone, relax zone. Nothing prevents the work area from being transformed in the afternoon, e.g. into a relaxation area, where you can relax from the noise with gentle music. Exceptional conditions require exceptional solutions.

It is very important to wake up preferably at the same time every day, which on the one hand will give us a sense of stability, and on the other hand, we will have a better chance of accomplishing all the tasks that we must fulfil. It turns out that the other aspects of our lives - the tasks we have to accomplish – remain the same, only the circumstances have changed and force us to act differently. We should also remember that our body copes more effective with challenges when it has a constant rhythm and the appropriate proportions of time spent on work, rest and sleep.

Plan of the week. We don't have to all things immediately, but to remember about them, it's good to include them in your weekly plan. To make it easier to control everything and to make the plan of the week more clear, you can write/draw, e.g. in the form of a mind map, divided into days, tasks, responsibilities for each family member, etc. You can create a command point (children will probably gladly engage in such activity), where all-important for the family conversations and decisions will be made. Thanks to the weekly plan, we can avoid at least some unpleasant surprises, like skipping an important task, when someone finds that his tasks are less important than others. When we are including children in creating our plan, listening to what they have to say, their needs and ideas, we certainly give them several important messages: you are an important part of our family, we take care of you, we respect you, we have a common plan and we will implement it, and if needed we will modify it together. Such cooperation may turn out to be an interesting way of spending time, can create an opportunity to get to know each other better and experience some new circumstances together. Staying in such dialogue may also reduce the level of anxiety of children (who will see that adults know what to do, they don’t panic, they look for solutions) as well as for adults (because they will create space and the opportunity to carry out tasks resulting from fulfilling various roles - parent, employee, supervisor, husband, wife, child, etc.).

It is important to check the current situation, which is now changing dynamically because it has a direct impact on our lives. However, we should rely only on trusted facts, avoid tracking the content provided by portals that spread unverified information, often of a gossip nature. Such content can be harmful to us. Awareness of changes and challenges that await us will help us to face the new situation. The anxiety can be as well transformed into a constructive mobilization of our energy and resources.
What is worth remembering in the upcoming days and weeks is to be more forgiving towards yourself and your loved ones. Difficult times triggers difficult emotions, which we are not always able to control enough. However, we should keep remembering the magical power of the words 'I'm sorry' and 'I need you'. Let's be together, support each other and look for good solutions together.

Agnieszka Bystra-Grabowska, psycholog
Urszula Rodzik, pedagog
Katarzyna Topór, psycholog

In the current situation, many of us experience various difficult emotions. One of them is anxiety which appears as a natural reaction of the body to a threat. And although anxiety is perceived as something destructive and negative, as emphasized by Dr Ewa Pragłowska (doctor of humanities, a specialist in clinical psychology, psychotherapist and supervisor of psychotherapy), it is also a "life-giving emotion". It might have a constructive effect because it makes us make rational decisions and strategies that are supposed to protect us, e.g. we stay at home, we follow the recommendations to avoid infection. On the other hand, it is also natural that our body tries to return to a state of relative balance because prolonged stress can adversely affect, among others, cortisol levels which in the case of persistently high levels weakens our immune system. Many people are therefore looking for answers on how to reduce anxiety, which is felt as a strongly unpleasant emotion, especially if it is accompanied by other additional emotions such as sadness (e.g. due to prolonged isolation and inability to spend time with loved ones), longing (for past activities, family), anger or anxiety about the future (e.g. for a job). All this means that we want to push away unpleasant feelings as far as possible. While it is not possible to consciously cut off our emotions (and it would not even be beneficial in the long run) you can try to "tame" the emotions felt and reduce the level of anxiety you experience. Below are suggestions that can help with this.

  1. Follow the instructions and procedures (washing your hands, keeping clear of other people, staying at home, etc.). This has a positive effect on the feeling of control. It is also worth recognizing that in the current situation staying at home is not a compulsion but our decision, which we consciously and maturely make to increase our chances of staying healthy. This attitude gives us a sense of impact on our lives and this is something that we, as people, need invariably.
  2. Direct your thoughts. The way we think affects our emotions. If we worry a lot about what will happen, fear also increases. It is worth thinking about what we have a real influence on, and in a situation where we involuntarily focus on worries, you can try to shift your attention to cognitive activities that will stop our race of thoughts and help us balance.
  3. Name the emotions. Although it seems trivial naming emotions allows you to sort them out and accept them.
  4. Plan your day. The excess of unstructured time does not have a positive effect on our well-being, it also gives space to worry. We function better when the day runs according to a set rhythm of activity and rest. It is therefore worth planning time spent at home and creating an activity schedule (for work, meal, or free time).
  5. Organize your free time properly. Prolonged isolation can be troublesome for many and causes a sense of frustration. It can be especially difficult for children who need a lot of activity, movement, and contact with peers. It is important to remember that children model their behaviour based on observing adults. How we approach the issue of organizing free time will also affect children. It is therefore worth spending time on activities that, until now, did not have space (e.g. learning to play the guitar, baking bread, reading books, watching a movie, etc.). Let's show our enthusiasm for children who, seeing our attitude, may also be more willing to undertake various activities. Let's use this time to play together, strengthen bonds, and get to know each other again.
  6. Take only a limited amount of time to view and listen to information. View information at a designated time of day. Use reliable and proven sources. Do not focus on looking only for negative information but also read the positive ones.
  7. Set a time to worry - this is an attempt to control, close our fears within a certain time frame: e.g. between 3 p.m. and 4 p.m. Even though it might seem strange, with this approach, in the remaining time our anxiety may weaken.
  8. Use stress-lowering techniques. As the body is a carrier of emotions, it is worth using methods that can reduce this tension. Breathing and relaxation techniques or visualization can be helpful.
  9. Talk to loved ones. The current situation brings many dilemmas and difficult life situations e.g. related to separation or job issues. One of the better regulators of our emotions in such moments is contact and conversation with another person. The feeling of closeness and emotional support is a very important aspect in dealing with felt tension and anxiety. It is worth bearing in mind that not only physical closeness and accessibility are important but also an emotional relationship. Current technology gives many opportunities to communicate with people who share geographical distance. That's why it's worth calling friends, family, or older people. Often older people need to hear the message that they are important to us.
  10. Don't give up on psychological or psychotherapeutic support. Therapists can provide online consultations. This is especially important for people who are already in the therapeutical process. However, also for those who feel that this is the moment to help themselves, it is worth following this feeling.

Let's remember that how we deal with anxiety will also affect our loved ones. It is not without reason that emotions are said to be contagious. This is especially true for children who are largely influenced by the parents’ mood. If a child sees that a parent uses constructive mechanisms to deal with anxiety then in parallel it will also be easier for him or her to use available resources.

Remember, however, that we do not have to pretend to loved ones that it is not difficult for us. The real situation we are in is unique and maybe very aggravating. Recognizing its seriousness and naming things will help us and our loved ones cope with it or at least allow to better understand our reactions. Talking and dealing with fear is much more important than saying "don't worry" or "don't be afraid". It is worth confronting what we are afraid of and thus makes the situation real.

It is also worth noting that being in quarantine and far from our previous life may make us lose a proper perspective of time. We may feel that what’s "here and now" will last forever with no space left for thinking about a better future. It seems extremely important for the sentence spoken by Dr Ewa Pragłowska to resound:
"Now we have been deprived of part of our lives, our everyday lives. It is very difficult, but it is so that we can have this life later. That we could enjoy it and use it safely. That condition which is now is just a moment. "

Karolina Muszyńska - psychologist
Anna Zdolska-Wawrzkiewicz - psychologist

naukawdomu newsSudden closure of schools can be a real revolution for/to the whole family. The first days are an effort associated with a new organization and gradually getting used to reality. Over time the question may arise: how to adequately encourage a child so that learning is not only a chore but an interesting adventure. At the same time when basic activities are suspended (no lessons at school, extra activities, contact with peers, limited ability to be outside) our children spend more and more time online. For an adult, the Internet is both a source of information and a work tool. It is much more complicated with children and teenagers. It is not only a medium providing knowledge and entertainment. The Internet is a place where part of his/her social life takes place, where he/she creates his image and observes others. People popular on the web are increasingly affecting attitudes and children's behaviour. It is important for adults to be in contact with their child, being interested in their activity in the virtual world.


What can be helpful while studying at home?

Depending on the development stage and student’s level of education a different motivation system is needed. Small children need more help from adults and accompaniment(companionship?), the real presence of a parent. In turn, a teenager with more experience in the "world of education" may be able to work more independently, motivate himself to perform tasks. It should be remembered, however, that both groups, especially without the structure that the school gives, are very susceptible to the distraction of "doing something else".

The initial stage of education

  • Friendly presence of a parent - it's worth remembering that a younger child often needs a real adult presence. The parent should support in finding a solution, not someone who will do something instead of a child. 
  • Introducing a play element to the education - let's think about how to convey some content to a child using play elements like games, toys, etc. 
  • To diversify your work you can use mnemotechnics while studying at home (associations, imaginations, drawing mind maps, making creative notes, underlines, the method of five bookmarks, rhymes, etc.). 
  • Plan the classes according to the individual needs and abilities of the child - in the situation of studying at home, it can be helpful to set a plan for the day. This helps to organize the tasks, creates a predictable situation. 
  • Breaks for fun, physical activity - especially younger children need breaks and movement during the day immensely. 
  • Introduction of the principle "duties first, then pleasure". 
  • Taking care of your child's emotions - conversation about this unusual situation will help reduce emotional tension that negatively affects learning.

A studying teenager

  • The teenager has already developed his own rhythm in which he has studied so far. Expecting a sudden change in his attitude can only end in frustration for everyone. It is worth considering what his work style looks like and what should be modified at the moment.
  • Putting pressure on a young person most often brings the opposite effect. It is worth starting a dialogue and making you aware that sooner or later he will return to school and the less backlog he has, the easier it will be. Let us trust our children, believe them because they also do not want to go back to a reality that will be very difficult.
  • School classes take place in the morning. Currently, students have the privilege of adjusting the time of work to their preferences and the period of greatest efficiency. It is worth using it. A sense of agency has a positive effect on commitment.
  • Due to the suspension of many other activities, young people have more time to rest and regenerate. Healthy and reasonable rest will certainly support readiness for work.
  • Students who have had difficulty with regularity so far will now especially need to plan their work. Yes, it is an extra effort that we often find unnecessary. However, writing on a piece of paper (in A4 size or larger) individual tasks to be performed will be very helpful. First of all, it allows you to get rid of the impression that "this is so much" because we have specific things to do. In addition, it lets you see the next steps and progress, which is rewarding.
  • The parent's attitude alone can be supportive in independent action, or vice versa - to confirm a child's belief that he is unable to cope with his duties. Instead of helping or giving ready-made solutions, it is better to guide, explain, indicate the source that the child can use.
  • The current situation in which we all find ourselves brings a lot of fears and uncertainty. For some people, it is a stimulus for increased work, which effectively shields and protects against experiencing unpleasant feelings. However, under the influence of great anxiety, some people have great difficulty concentrating and doing something constructive. Instead, they will try to distract themselves at all costs, e.g. by unwittingly browsing the Internet. That is why it is so important to take care of the sphere of emotions. A discouraged and an over-tired parent will not be able to convince the teenager that homeschooling is important and should be approached with the right seriousness and motivation. Let's cultivate a relationship with our children because we are now the greatest source of optimism and support for the whole household. Good humour and nice moments are invaluable at the present time.

Internet security

Younger child

Irresponsible sharing of electronic devices with children can be dangerous. Let us remember, however, that the use of mobile devices by children from the age of 3 can also have a positive impact on their cognitive, social, emotional, and moral development.

  • In the absence of school activities and contacts with peers, the Internet gives the opportunity to maintain peer relationships. It is worth encouraging children to build and maintain peer interactions and interactions with adults (e.g., other family members).
  • An adult is a natural role model for children using multimedia tools. It is worthwhile, even in the case of remote work, to set a time for work (if possible also a permanent place) so as to limit the use of the computer to a minimum in free time. It is worth presenting positive patterns to children and to teach them important social values.
  • We should be interested in what our children are doing online. This does not mean that we have to be experts in all applications and know the latest online trends. Our very awareness of how a child spends time online is important. It is worth asking what he watches on YouTube, what social networks he uses, what he plays. But let's ask with interest, not with the intention of control. Let us try not to make them just incidental conversations.
  • Explain to children what is happening on the screen of the device, and also indicate the relationship between the current content in the media and reality.
  • Do not use mobile devices to motivate children (e.g. perform tasks).
  • Offer children time together without a computer. If in the current situation this is not possible on a daily basis, then perhaps a weekend could be a time spent without the Internet.
  • Some families introduce permanent rules for the use of screen devices. Such rules should apply to everyone in the family, including adults. Children learn much better by observing what their parents are doing than just listening to their instructions and instructions.


Digital technology means that thanks to mobile devices, every teenager who has a smartphone is constantly logged into the Internet. On the Internet teenagers discuss, maintain relationships with close and distant friends, shop, learn, participate in video lessons, and express themselves. These, often attractive and valuable opportunities for spending time, however, can absorb too much of it, and instead of being a complement to activity begin to dominate in the life of a teenager.

  • Try to accompany teenagers in discovering the wealth of the Internet and talk to them about their interests. If children know that parents are interested in their online activity, then they will be more likely to turn to adults for help in a difficult situation.
  • Teach a teenager a critical approach to information. Discuss the content that is presented online, emphasizing that not every message read on the web is real. The Internet is a mine of knowledge and unfortunately often also a space of unverified and potentially harmful reports and advice, in which everyone can introduce themselves as an expert offering the best solution to the problem. Talk to your child about ways to verify knowledge acquired online.
  • Teach your child to use tools to verify information found on the Internet, e.g. photos (reverse search by or 
  • Offer your child support and tell them to always inform you if a stranger addresses topics related to them with sexuality or other things that worry them. 
  • Internet creativity is a big challenge - before your child sets up a blog or thematic channel online, discuss with him all potential threats and see if he is ready for public activity. 
  • When talking to a teenager, it is worth raising the issue of entering data (e.g. e-mail, login, password, PIN or code token), a habit of opening the links sent by mail or instant messengers. 
  • Try to find a bridge between the time spent with the child in the virtual and real world. Engage them in such a way that being offline brings him joy, so-called JOMO (joy of missing out). Suggest an offline challenge (digital detox), which involves disconnecting from virtual reality for a minimum of 48 hours (maybe weekend time?).

Anna Zdolska-Wawrzkiewicz
Katarzyna Topór
Artur Lewandowski
Jakub Zieliński